This study was intended to analyze elementary preservice teachers\' formation of teaching beliefs through physical education student teaching experiences. To achieve this research goal, the participants of this study was conducted on 63 elementary preservice teachers who are senior at the C national university of education. After writing experience diary they were divided into positive group and negative group. Then the participants of this study were selected 3 student teachers as the positive group and 3 ones as the negative group. The group interview was conducted to 6 participants, and the interview was recorded and transcribed with the permission of the participants. Collected through group interview data were used for inductive categorical analyses after coding process. Data were constantly verified sincerity and morality related to data collection and the process of data analysis. Results of the collected data in this study are as follows; Domain of the elementary preservice teachers\' deference of teaching beliefs were classified in learner management, classes environment, curriculum, teaching methods and interaction with colleagues. However, the solution strategies between positive and negative groups have differences. Deference causes of one\'s teaching beliefs were classified in aspect of individual internal, classes environmental, and interactional. This study suggested that it is necessary to develop preservice elementary teacher education based on the field and magnify experience of physical education classes reflecting the results of this study.